While the definition of executive function (EF) varies in the literature, it includes, at its core, the skills people use to plan, organize, problem-solve, and set and achieve goals in their daily lives. EF skills start developing in early childhood, and children with EF dysfunction experience social and academic difficulties. This journal self-study explores issues related to the development of EF skills as well as principles and practical strategies for EF assessment and intervention in preschool and school-age children. It also presents an argument for the role of EF in social communication and discusses ways that SLPs can address these skills in treatment. SLPs working with children with EF deficits can use this information to improve assessment techniques and plan intervention strategies to better meet the needs of these children.

Learning Outcomes
You will be able to:

• explain how executive functioning skills develop and mature during childhood
• describe at least three ways to evaluate executive functioning in preschool and school-age children
• discuss the four common principles of executive function interventions for school-age children
• discuss the clinical utility of two specific intervention strategies designed to address executive functioning – the Get Ready*Do*Done Model and a situational awareness observation tool
• explain the relationship between social-pragmatic skills and executive functioning

Learning Assessment
Online, multiple-choice exam